I will use a Virtual Journal in the form of a shared Google Doc with Dr. Young for my Reading List.
Comment: Hi, Heather, It would be great if you could link your YAL Virtual Journal here. You can still keep the setting so that it is only shared with me. I'm guessing that you plan on maintaining your list there only or that you'll be keeping it on the handout as well. Regardless, I look forward to reading your entries soon! Best, Dr. Young
Definitions of Adolescent Literature
I would define Young Adult Literature as written works that are appropriate and specifically suited for young people, approximately aged from 12-18. This literature should meet the needs and interests of young adults and be fitting for their experiences and levels of reaction.
My original definition was somewhat more literal. At first, I described Young Adult Literature as writing that is appropriate for that age range, but after the reading I widened my definition to think about the needs and interests of this demographic. The statistics about reading habits in our country were disturbing, and I know they are accurate, but they were still shocking to read. This drove the point home that Young Adult Literature must be engaging for this age group to be set apart from other genres of literature.
Comment: I agree -- the statistics are sad and seem to speak to the disconnect between school and home that Beers and Alvermann both address. As you suggest, YAL can be a way to improve the numbers for YAs that ideally could carry over to them being adult readers as well.
"Young Adult Literature: A Brief History"
Personally, I was an atypical reader as a young adult. While I also enjoyed more contemporary young adult books, I have always loved the classics. I appreciated the challenge of reading and understanding something above my reading level, and being able to travel to other time periods and relating to characters or struggles completely different from my own. Subconsciously, I think that I also wanted to push back against some of the mindsets described in Chapter 11. Some adults still treat young adults as "deficient" adults and give them books with "stereotyped characters, poorly constructed plots, and show a lack of relationship to reality." Instead of allowing this to dampen my enthusiasm for literature, I dug in deeper and read a mixture of adult and young adult literature instead. As a teacher, I realize that few of my students will have this response, and many of them will come to my class already with a distaste for reading. It is important to me that they have at least one enjoyable experience with reading, so they know that it is possible, and that they can find themselves in some of these stories. They might relate more to one of the scenarios at the end of the chapter, such as dealing with divorce, politics and race relations, economic instability, or a society that they feel is unkind to its youth. I believe that they are correct that literature dealing with real life issues and the use of technology are going to be vitally important in engaging young adults in the future.
"Evaluating Young Adult Literature"
Pre-reading: I generally choose what to read based on what I usually enjoy reading, including authors and genres I have enjoyed in the past. I often read books that have been recommended by family and friends, books that I often hear great things about, or see on popular or "best 100" book lists. I like to complete things, so I usually finish a book that I start unless it makes me want to avoid reading. I tend to really engage with the material as a reader, so this typically does not happen unless I am not at all interested in the novel.
After reading: After reading this chapter, I realized that when Dr. Young has been asking us what makes a novel "good," I have been examining if I have a pleasant experience with the novel, not why I have a pleasant experience with the novel. This chapter discussed so many of the mechanics that can make for quality writing, such as plot and character development, interaction between characters, realistic responses and language of characters, setting, themes, point of view, style, metaphor, simile, flashback, foreshadowing, humor, imagery, symbolism, hyperbole, and allusion. So many of these mechanical elements seemed like intangibles as I have been reading, as if writers do not have to think about them or plan for them, but they magically show up in their writing, giving depth and growth to the story line. This chapter reminded me what a delicate balance writers often have to keep. The story line should be realistic, but without being predictable. The setting should be strong, without being overpowering. Themes can add depth to the work, but should not be too overdone or exceedingly obvious. First person point of view can be a more limiting perspective, but young adult readers tend to connect more personally with it. The degree of success in reaching that balance can be in the eye of the beholder, so it makes sense that some readers would connect with some novels more than with others. Readers also have different life experiences and will interpret different events and reactions as realistic or appropriate stylistically. As a teacher, this is a good reminder that it can be important for students to be exposed to a variety of different types of literature and different writing styles to see what they will connect with and value as quality literature.
Comment: Great opening and closing points here! Yes, I definitely want you to explore your perceptions of what makes a good YAL text good -- recognizing both the personal experience, but also what its appeal is for YAs and what its potential is for connections to teaching ELA. Examining the why of your reading experience is a great connection to make, Heather! Developing a metacognitive, reflective mindset -- becoming a critical thinker and reader. As you suggest in your closing, providing students with a variety of texts (for a variety of reasons), including opportunities for choice, is so important.
"Using Reader Response to Begin"
Pre-reading: I felt like there was variation in how I was asked to respond to readings at different levels, from middle school to high school to college. Early on, I believe I was generally asked how I felt about what I was reading, if I enjoyed it and wanted to keep reading that genre or type of literature. As I entered into high school, the analysis became more academic, focusing more on the mechanics of the writing than whether I preferred the style of the writing. In college, as an English major, the response required became even more academic in nature. Not only was the study more focused on the mechanics of the writing, but there was more study of the writing's place in the history of literature and its specific type of literature. As the grade level increased, the emphasis on the elements of the writing and its place historically increased. While this method might lose some students, if they were not particularly interested in reading to begin with, these types of responses required do seem appropriate to me. As long as a teacher can use methods to continue to make the literature engaging and applicable, it seems fair to expect progress from students in their ability to discuss and study literature. Even as we learned more and more about the elements of strong writing, my teachers continued to care about what we learned from the literature and how we responded to it emotionally. They just expected more from us than whether or not we enjoyed the book.
After reading: In terms of thinking about a place to begin with students, I was very pleased that this chapter gave us some suggestions of ways to allow students to respond to the writing in a variety of ways. As a teacher, this was my biggest takeaway from this chapter, considering different methods to engage different kinds of readers and learners. Some of these methods included: socratic seminars, the setup of the classroom (chairs in a circle for discussion atmosphere), literature circles (groups reading different books and discussing them together), responding reports (not as formal as a typical book report), journals (such as quote, partner, character, or note card journals), large or small group discussions, creative drama, or creative writing assignments. The best takeaway for me as a reader was thinking through how I learn or process material best as a reader so that I can teach this process well. I commonly have such an intense response to literature that I do turn to it for pleasure or insight. It is good for me as a reader and as a future teacher to remember that this is not everyone's experience with reading. I analyze and respond to literature that I enjoy very naturally because I often become attached to the story and have so many thoughts throughout that I want to express. I enjoy debriefing literature with others; I should probably join or start a book club or at least continue recommending my favorites to my friends.
Comment: Glad you see the importance of reader response as a place to begin with students -- it does provide a means for us as teachers to help our students find a way in to the reading they are doing and that we want them to do.
"Young Adult Literature in the English Class" and "Organizing the Literature"
Pre-reading: I believe that a number of works that I read in middle school were from anthologies. We also used the Accelerated Reader program. It rewarded us with points, which accumulated and turned into prizes like candy and pizza parties, based on the level of literature and reading comprehension showed by quiz results afterward. Young Adult Literature was generally worth fewer points than the classics in the canon, so I primarily read the classics unless I needed a break. I had no choice in reading materials for in class discussions, but I had a great deal of freedom to choose in the AR program. In high school, we read mostly individual novels (not from anthologies), which were almost exclusively classics from the canon. Occasionally, we had some choice between pre-approved options, but even that was rare and memorable. The reading was situated in the learning we did in English Language Arts because it was the focal point. My memory might be blurred, but it seems like we just moved from book to book, reading assigned chapters, taking reading quizzes, and writing papers about elements of the reading. This structure changed minimally from time to time, and in middle school there were probably more worksheets, but the structure stayed in place for the majority of what I can remember.
After reading: The authors of these chapters made several points that stuck with me as potential future practices. One point that was helpful was that English teachers must know a wide range of literature and should "read like a wolf eats." I have been exposed to a number of different types of literature, but there is always room for improvement and much more growth since there is such a vast amount of potential resources. I also appreciate textbooks that go beyond addressing a problem and offer solutions. These chapters offered a number of methods of responding to literature that are engaging and exciting. Some examples include:
banned book on trial,
character or author day,
writing letters (to authors, from one character to another, to the school librarian about whether the book should be recommended to others, to a friend or blog audience about the book, or to get characters onto a television show such as Judge Judy or reality television),
creating a movie poster or board game,
writing an alternate ending,
reading scary stories in a darkened room,
writing a personal ad for a character,
writing an obituary or eulogy for a character who dies in the novel,
having a "meet the author" show,
composing a speech for a character,
having a book fair (with information about the book, including which actors and actresses could play the characters in a movie version),
using found poems, or
writing a short story from the perspective of a secondary character.
By examining some different types of literature, these chapters also made me address one of my personal areas of weakness. I do not often read collections of short stories or non-fiction books. I have not read a collection of short stories in a long time, but I had a good experience the last time I read one. I do not generally prefer non-fiction books. I do not gravitate toward them naturally, unless it is casual reading and not academic. I enjoy painting and use self-help YouTube videos to learn techniques, and I also enjoy cookbooks and manuals that show me how to do things for myself. I need to read more non-fiction books that I am interested in so that I have some works that I can use with students. I felt like "Organizing the Literature" came down a little hard on AR. I agreed with some of the criticisms given to a degree and experienced some of the effects mentioned, but I feel like the lack of response to what has been read is something that teachers can supplement in the classroom. I understand that teachers do not want students reading in order to memorize information for the reading quizzes, but as someone who is motivated by productivity and reaching goals, it was exciting for me as a student to be able to read as much as possible and to have points to show for my effort. However, I also might have been a rare student for whom this program was particularly enjoyable.
"The Reading-Writing Connection"
Pre-reading: The writing I did for middle and high school ELA classes was mainly journaling (free write or with prompts), book reports, and research papers. There were a few creative writing projects, but I do not remember having many. We generally wrote about the literature we were reading, but usually in an academic way, and not creatively. We were rarely given any choice about what type of writing we did, usually our assignments were given to us.
After reading: Below are some of the points from this chapter that were good reminders or new ideas for me as an ELA teacher.
Listening, speaking, reading, and writing are interrelated and mutually supportive
Some ways to integrate these ideas: buddy journals, literature study groups, open-ended discussions
Language is learned through use
Imaginative literature can get students to write out of their own experiences
The things that students read influence how they write
There are many benefits to letting students choose what they read and write (This should be common sense to me, my own buy-in as a student improves dramatically when I am given the freedom to choose my own assignments.)
Some other options for reading and writing options include: Biopoem, I-search paper, and technical writing (brochure about anger management for book about abuse)
"The Language Connection"
Pre-reading: Honestly, this pre-reading was difficult for me to do at first because I was not sure exactly what you meant by the term language study. I think that part of the reason for that is because the language study we did in middle and high school, mostly in high school or I just might not remember middle school as well, was very casual. We would discuss the dialog if we were reading through a book that had an accent we were not accustomed to, but I do not remember any specific units discussing it. Yes, we did study it in the context of the literature we read, and I do not remember us studying it much outside of that context. We studied the devices used in language at different times, and it seems like my teachers often incorporated those ideas using the literature at hand. I appreciated having an example, and I feel like it often helped me to understand quickly. I do remember one activity where my teacher asked us for words that are overused in writing, and then banned us from using those words in our own writing. It was frustrating at first, but made us much better writers. She even asked us for lists of words that we could use instead of those words to improve our writing.
After reading: It was helpful for me to consider some of these different topics as I think about important elements to discuss in the classroom. It is not a YA novel, but I recently read Uncle Tom's Cabin for another class, so it has been on my mind. I cannot imagine discussing that book and the elements in it without discussing what is happening with the language. Not only to help students understand a language that they are probably not used to, but the language used is a huge indicator of the education and social class of the characters in the novel. The discrepancies between different slaves and also between Caucasian people in the story is shown in a number of ways through the language they use. Also, thinking about manipulative language, such as double speak, it seems like I would do a huge disservice to my students if I taught a book like 1984, and failed to discuss the role of doublespeak or manipulative language in that novel.
"English Language Learners in the Classroom"
It took me a moment to understand and appreciate the "noise of learning" in this chapter. Some of the ideas first appeared as contradictions, but as I read, I came to understand that there is balance that must be found for English Language Learners between interacting with native English speakers and those who share their native language. The native language likely serves not only as a comfort to them but also as a scaffold for them to develop their skills in English. I appreciated many of the tips in this chapter, but I felt unsure when I read about allowing students to make presentations in their native language, even if the teacher does not know the language. It would be frustrating to have a student make a presentation and to not understand any of what they have said. I agreed with the point the authors made that this is how English Language Learners feel often when learning English. While I understand that it is good and healthy for us to be uncomfortable sometimes, and would gladly be uncomfortable if it would make students feel welcome and comfortable in my classroom, I am not sure how I would be able to assess what my students have learned or if they understood the assignment if I do not understand what they have presented. I think this is a very good topic for me to have to wrestle with intellectually.
Some of my takeaways:
Many English Language Learners will experience a "silent period," meaning that they will be silent for the first two months. They might need time to observe and to decide when they are ready to join the crowd.
It is helpful to let students read and write in their first language if they need to do so. They think most deeply, most critically, and have the most focus in their native language and then can bridge to translating those thoughts into English.
"Echo" classes offer additional support to students in the form of classes taught in the home language after English-only classes.
Send the message to your students that they are welcome and help them to develop confidence.
Students have a number of reasons for being silent: language limitations, fear of sounding stupid, needing more time than usually given, and confusion over the teacher's expectations or directions. Some ways to help English Language Learners are to let them write for a few minutes before beginning class discussion or to use predictive teaching, where they will read and are told ahead of time that they will be expected to give their response next class.
Book Trailer Takeaways
None of these trailers were longer than 2 minutes.
The actors and dialogue were often absent.
I liked the idea of offering contests for filmmakers to create book trailers. That is creative and combines different mediums.
It is often a little narrative that highlights a larger narrative.
Viewers will expect the book to match the pace and quality of the trailer.
Ch. 17, "The Influence of the Internet and Social Media on Teens' Engagement with YAL" by Melanie D. Koss
This chapter discussed how the Internet and Social Media have impacted the way teens connect with YAL, giving many examples, such as following friend groups, connectivity to YAL authors, the use of Facebook, Twitter, Tumblr, blog posts, Instagram, Snapchat, Twitter, YouTube ("Booktubers"), online interviews and reviews, and through fan fiction. This chapter discussed how teens are continuing to read print books, but the ways they discover these books have been dramatically impacted through digital forms. Some of the takeaways from this chapter are that teachers need to connect the reading and writing that students do outside of the classroom to what they are doing inside of it (one way is through YAL literature, not just canon), to provide choice in reading material, and using book talks, book trailers, and online book discussions in different forms.
Ch. 10 in Beers, "Teaching ELA in a 'Flat' World"
The form and context may change, but many of the skills necessary for success remain the same. Some of the skills mentioned in this chapter are:
1. Information and Communication Skills
2. Thinking and Problem-Solving Skills
3. Interpersonal and Self-Directional Skills
This chapter discusses a "flat" world or one where the playing field has been leveled in the global economy and where technology and access to information are increasingly given to all people. The author discussed 8 types of people who are likely to continue to experience success, even in a new global climate:
Collaborators and orchestrators (those who work well with others while contributing something unique)
Synthesizers (those who can combine and visualize unrelated pieces)
Explainers (those who can help others understand processes)
Leveragers (those who can manage themselves and get the most out of different systems)
Adapters (versatile generalists)
Green People (those with naturalistic intelligence)
Personalizers (devoting time and energy to give personal service and the personal touch)
Localizers (giving local solutions)
Two approaches were given for introducing some of these attributes in the classroom. Using discussion (such as discussion threads) to create engagement and improve understanding. And incorporating technology, especially business technology, that could be used in the future in a basic way in the classroom.
Ch. 15 in Beers, "Making It Matter Through the Power of Inquiry"
Pre-reading: Most of my inquiry and research experiences as a young student were focused on the subject that was being studied. I do not remember being given many options about pursuing or exploring anything that I was personally interested in. A few projects that I remember are projects that happened to hit a nerve of interest once I got involved with the subject of my inquiry and research. For example, I remember doing a project on Betsy Ross as a young student, and I remember thinking that it was interesting that a woman was able to use her domestic skills in order to help create such an important American emblem. I did a project on Zambia when I was in high school, and found it interesting to understand more about people living in another place. The countries were assigned to us so that we could practice doing research, and I only remember it because I visited Zambia later on in life and thought that was funny. In college, I was allowed to choose more of my own projects and did a report about Queen Elizabeth I. I learned so much from it and went above and beyond on my project because I was able to choose it for myself.
Takeaways:
"Competence may be the reason for engagement. But maybe it's the other way around. Maybe engagement is the cause of competence." (242)
4 Principles given by Csikszentmihalyi (and one added by Wilhelm, Smith):
1. Competence and Control
2. Appropriate Challenge and Assistance to Meet the Challenge
3. Clear Goals and Immediate Feedback
4. Immersion in the Immediate
5. The Importance of the Social (232)
3 Conclusions:
1. Structure instruction to directly and explicitly address questions of genuine importance
2. Expand notions of text and curriculum, and what counts as meaningful reading and learning
3. Expand notions of competence, and find more ways to highlight, celebrate, name, and extend it (233)
Ch. 16 in Beers, "Building Academic Success with Underachieving Adolescents"
It is a big and overwhelming problem to think about 7,000 students dropping out of school each day in the US. I liked some of the practical ways given to support students as they attempt to finish their education, like building relationships that honor them as individuals. I would rather be in a place where I was treated that way, so I can see how that would foster a better learning environment for students. I can also see how believing in the potential of students and creating genuine dialog with them, as is also mentioned in this chapter, would help. I appreciated that they gave examples like Thinking Maps or Bridge Maps for helping students to understand the information they are learning.
Choice Reading
Ekholm, Eric. "Ethical Concerns in Using Texts Involving Death in the English Classroom." English Journal, vol. 107, no. 2, 2017, pp. 25-30.
The author of this article attended Virginia Tech and was a student during the shooting where 32 students were killed. On the anniversary, he would teach a lesson to his students about the shooting. His original aim was to help students grow in their moral education through teaching about empathy and injustice alongside reading and writing skills and components. He explored some of the ethical issues of focusing primarily on educational standards (which felt like it overshadowed the concept that actual people died and letting students respond to that) or of focusing on the art or emotional response without explaining it on a technical or plot level (the teacher would share poems or short stories, and found that death texts could be subtle and confusing to students). He concluded that balance was necessary, and shared this quote about working with topics the students find intriguing: "Though it certainly doesn't sound romantic, the primary job of English teachers is not necessarily to produce moral or ethical citizens--it is to produce citizens who can read well and write well. These are the skills our students are tested on each year, and these are the skills colleges and employers expect them to have. If death is so uniquely interesting, and interest is crucial to motivation, and reading is so important to success in and beyond school, then isn't it justified to use death texts to help our students become better readers? Particularly when we consider all of the other obstacles to teaching and learning that teachers face on a daily basis, shouldn't we use any and every tool available to help students learn?" (29).
Interlude 5 in Beers, "Who is the Good Teacher?"/ "Afterward"
I appreciated the idea in this text that there are many ways to be a good teacher and that good teachers might not look or act like you or how you expect them to. The author commented that in a good classroom, "Skills are taught, but never to the exclusion of creative activities and spontaneous discussions" (293). A similar idea was also communicated when the author advised teachers to teach to students first, curriculum mastery second, and to test scores as a distant third (293). I can also see how it would strengthen a teacher when things get difficult if they have a central vision to their instructional life as this author does with the classroom she has envisioned. The takeaways that I had from the Afterward are that adolescents still crave meaning and that we should teach from our own reading and writing. The more that I am reading and writing, the more than I can encourage my students to grow in those areas. Adolescents often want to be treated like adults, so it makes sense that meaningful topics will help them engaged in class.
Object/Image
I am bringing in a stuffed animal because I think of those items being there when children need them. They are right there where you left them. I would like to be available to students. I want to be ready to hear their concerns and questions and to cultivate good relationships with them so that they will know I am available to them.
I will use a Virtual Journal in the form of a shared Google Doc with Dr. Young for my Reading List.
Comment: Hi, Heather, It would be great if you could link your YAL Virtual Journal here. You can still keep the setting so that it is only shared with me. I'm guessing that you plan on maintaining your list there only or that you'll be keeping it on the handout as well. Regardless, I look forward to reading your entries soon! Best, Dr. Young
Definitions of Adolescent Literature
I would define Young Adult Literature as written works that are appropriate and specifically suited for young people, approximately aged from 12-18. This literature should meet the needs and interests of young adults and be fitting for their experiences and levels of reaction.
My original definition was somewhat more literal. At first, I described Young Adult Literature as writing that is appropriate for that age range, but after the reading I widened my definition to think about the needs and interests of this demographic. The statistics about reading habits in our country were disturbing, and I know they are accurate, but they were still shocking to read. This drove the point home that Young Adult Literature must be engaging for this age group to be set apart from other genres of literature.
Comment: I agree -- the statistics are sad and seem to speak to the disconnect between school and home that Beers and Alvermann both address. As you suggest, YAL can be a way to improve the numbers for YAs that ideally could carry over to them being adult readers as well.
"Young Adult Literature: A Brief History"
Personally, I was an atypical reader as a young adult. While I also enjoyed more contemporary young adult books, I have always loved the classics. I appreciated the challenge of reading and understanding something above my reading level, and being able to travel to other time periods and relating to characters or struggles completely different from my own. Subconsciously, I think that I also wanted to push back against some of the mindsets described in Chapter 11. Some adults still treat young adults as "deficient" adults and give them books with "stereotyped characters, poorly constructed plots, and show a lack of relationship to reality." Instead of allowing this to dampen my enthusiasm for literature, I dug in deeper and read a mixture of adult and young adult literature instead. As a teacher, I realize that few of my students will have this response, and many of them will come to my class already with a distaste for reading. It is important to me that they have at least one enjoyable experience with reading, so they know that it is possible, and that they can find themselves in some of these stories. They might relate more to one of the scenarios at the end of the chapter, such as dealing with divorce, politics and race relations, economic instability, or a society that they feel is unkind to its youth. I believe that they are correct that literature dealing with real life issues and the use of technology are going to be vitally important in engaging young adults in the future.
"Evaluating Young Adult Literature"
Pre-reading: I generally choose what to read based on what I usually enjoy reading, including authors and genres I have enjoyed in the past. I often read books that have been recommended by family and friends, books that I often hear great things about, or see on popular or "best 100" book lists. I like to complete things, so I usually finish a book that I start unless it makes me want to avoid reading. I tend to really engage with the material as a reader, so this typically does not happen unless I am not at all interested in the novel.
After reading: After reading this chapter, I realized that when Dr. Young has been asking us what makes a novel "good," I have been examining if I have a pleasant experience with the novel, not why I have a pleasant experience with the novel. This chapter discussed so many of the mechanics that can make for quality writing, such as plot and character development, interaction between characters, realistic responses and language of characters, setting, themes, point of view, style, metaphor, simile, flashback, foreshadowing, humor, imagery, symbolism, hyperbole, and allusion. So many of these mechanical elements seemed like intangibles as I have been reading, as if writers do not have to think about them or plan for them, but they magically show up in their writing, giving depth and growth to the story line. This chapter reminded me what a delicate balance writers often have to keep. The story line should be realistic, but without being predictable. The setting should be strong, without being overpowering. Themes can add depth to the work, but should not be too overdone or exceedingly obvious. First person point of view can be a more limiting perspective, but young adult readers tend to connect more personally with it. The degree of success in reaching that balance can be in the eye of the beholder, so it makes sense that some readers would connect with some novels more than with others. Readers also have different life experiences and will interpret different events and reactions as realistic or appropriate stylistically. As a teacher, this is a good reminder that it can be important for students to be exposed to a variety of different types of literature and different writing styles to see what they will connect with and value as quality literature.
Comment: Great opening and closing points here! Yes, I definitely want you to explore your perceptions of what makes a good YAL text good -- recognizing both the personal experience, but also what its appeal is for YAs and what its potential is for connections to teaching ELA. Examining the why of your reading experience is a great connection to make, Heather! Developing a metacognitive, reflective mindset -- becoming a critical thinker and reader. As you suggest in your closing, providing students with a variety of texts (for a variety of reasons), including opportunities for choice, is so important.
"Using Reader Response to Begin"
Pre-reading: I felt like there was variation in how I was asked to respond to readings at different levels, from middle school to high school to college. Early on, I believe I was generally asked how I felt about what I was reading, if I enjoyed it and wanted to keep reading that genre or type of literature. As I entered into high school, the analysis became more academic, focusing more on the mechanics of the writing than whether I preferred the style of the writing. In college, as an English major, the response required became even more academic in nature. Not only was the study more focused on the mechanics of the writing, but there was more study of the writing's place in the history of literature and its specific type of literature. As the grade level increased, the emphasis on the elements of the writing and its place historically increased. While this method might lose some students, if they were not particularly interested in reading to begin with, these types of responses required do seem appropriate to me. As long as a teacher can use methods to continue to make the literature engaging and applicable, it seems fair to expect progress from students in their ability to discuss and study literature. Even as we learned more and more about the elements of strong writing, my teachers continued to care about what we learned from the literature and how we responded to it emotionally. They just expected more from us than whether or not we enjoyed the book.
After reading: In terms of thinking about a place to begin with students, I was very pleased that this chapter gave us some suggestions of ways to allow students to respond to the writing in a variety of ways. As a teacher, this was my biggest takeaway from this chapter, considering different methods to engage different kinds of readers and learners. Some of these methods included: socratic seminars, the setup of the classroom (chairs in a circle for discussion atmosphere), literature circles (groups reading different books and discussing them together), responding reports (not as formal as a typical book report), journals (such as quote, partner, character, or note card journals), large or small group discussions, creative drama, or creative writing assignments. The best takeaway for me as a reader was thinking through how I learn or process material best as a reader so that I can teach this process well. I commonly have such an intense response to literature that I do turn to it for pleasure or insight. It is good for me as a reader and as a future teacher to remember that this is not everyone's experience with reading. I analyze and respond to literature that I enjoy very naturally because I often become attached to the story and have so many thoughts throughout that I want to express. I enjoy debriefing literature with others; I should probably join or start a book club or at least continue recommending my favorites to my friends.
Comment: Glad you see the importance of reader response as a place to begin with students -- it does provide a means for us as teachers to help our students find a way in to the reading they are doing and that we want them to do.
"Young Adult Literature in the English Class" and "Organizing the Literature"
Pre-reading: I believe that a number of works that I read in middle school were from anthologies. We also used the Accelerated Reader program. It rewarded us with points, which accumulated and turned into prizes like candy and pizza parties, based on the level of literature and reading comprehension showed by quiz results afterward. Young Adult Literature was generally worth fewer points than the classics in the canon, so I primarily read the classics unless I needed a break. I had no choice in reading materials for in class discussions, but I had a great deal of freedom to choose in the AR program. In high school, we read mostly individual novels (not from anthologies), which were almost exclusively classics from the canon. Occasionally, we had some choice between pre-approved options, but even that was rare and memorable. The reading was situated in the learning we did in English Language Arts because it was the focal point. My memory might be blurred, but it seems like we just moved from book to book, reading assigned chapters, taking reading quizzes, and writing papers about elements of the reading. This structure changed minimally from time to time, and in middle school there were probably more worksheets, but the structure stayed in place for the majority of what I can remember.
After reading: The authors of these chapters made several points that stuck with me as potential future practices. One point that was helpful was that English teachers must know a wide range of literature and should "read like a wolf eats." I have been exposed to a number of different types of literature, but there is always room for improvement and much more growth since there is such a vast amount of potential resources. I also appreciate textbooks that go beyond addressing a problem and offer solutions. These chapters offered a number of methods of responding to literature that are engaging and exciting. Some examples include:
By examining some different types of literature, these chapters also made me address one of my personal areas of weakness. I do not often read collections of short stories or non-fiction books. I have not read a collection of short stories in a long time, but I had a good experience the last time I read one. I do not generally prefer non-fiction books. I do not gravitate toward them naturally, unless it is casual reading and not academic. I enjoy painting and use self-help YouTube videos to learn techniques, and I also enjoy cookbooks and manuals that show me how to do things for myself. I need to read more non-fiction books that I am interested in so that I have some works that I can use with students. I felt like "Organizing the Literature" came down a little hard on AR. I agreed with some of the criticisms given to a degree and experienced some of the effects mentioned, but I feel like the lack of response to what has been read is something that teachers can supplement in the classroom. I understand that teachers do not want students reading in order to memorize information for the reading quizzes, but as someone who is motivated by productivity and reaching goals, it was exciting for me as a student to be able to read as much as possible and to have points to show for my effort. However, I also might have been a rare student for whom this program was particularly enjoyable.
"The Reading-Writing Connection"
Pre-reading: The writing I did for middle and high school ELA classes was mainly journaling (free write or with prompts), book reports, and research papers. There were a few creative writing projects, but I do not remember having many. We generally wrote about the literature we were reading, but usually in an academic way, and not creatively. We were rarely given any choice about what type of writing we did, usually our assignments were given to us.
After reading: Below are some of the points from this chapter that were good reminders or new ideas for me as an ELA teacher.
"The Language Connection"
Pre-reading: Honestly, this pre-reading was difficult for me to do at first because I was not sure exactly what you meant by the term language study. I think that part of the reason for that is because the language study we did in middle and high school, mostly in high school or I just might not remember middle school as well, was very casual. We would discuss the dialog if we were reading through a book that had an accent we were not accustomed to, but I do not remember any specific units discussing it. Yes, we did study it in the context of the literature we read, and I do not remember us studying it much outside of that context. We studied the devices used in language at different times, and it seems like my teachers often incorporated those ideas using the literature at hand. I appreciated having an example, and I feel like it often helped me to understand quickly. I do remember one activity where my teacher asked us for words that are overused in writing, and then banned us from using those words in our own writing. It was frustrating at first, but made us much better writers. She even asked us for lists of words that we could use instead of those words to improve our writing.
After reading: It was helpful for me to consider some of these different topics as I think about important elements to discuss in the classroom. It is not a YA novel, but I recently read Uncle Tom's Cabin for another class, so it has been on my mind. I cannot imagine discussing that book and the elements in it without discussing what is happening with the language. Not only to help students understand a language that they are probably not used to, but the language used is a huge indicator of the education and social class of the characters in the novel. The discrepancies between different slaves and also between Caucasian people in the story is shown in a number of ways through the language they use. Also, thinking about manipulative language, such as double speak, it seems like I would do a huge disservice to my students if I taught a book like 1984, and failed to discuss the role of doublespeak or manipulative language in that novel.
"English Language Learners in the Classroom"
It took me a moment to understand and appreciate the "noise of learning" in this chapter. Some of the ideas first appeared as contradictions, but as I read, I came to understand that there is balance that must be found for English Language Learners between interacting with native English speakers and those who share their native language. The native language likely serves not only as a comfort to them but also as a scaffold for them to develop their skills in English. I appreciated many of the tips in this chapter, but I felt unsure when I read about allowing students to make presentations in their native language, even if the teacher does not know the language. It would be frustrating to have a student make a presentation and to not understand any of what they have said. I agreed with the point the authors made that this is how English Language Learners feel often when learning English. While I understand that it is good and healthy for us to be uncomfortable sometimes, and would gladly be uncomfortable if it would make students feel welcome and comfortable in my classroom, I am not sure how I would be able to assess what my students have learned or if they understood the assignment if I do not understand what they have presented. I think this is a very good topic for me to have to wrestle with intellectually.
Some of my takeaways:
Book Trailer Takeaways
Ch. 17, "The Influence of the Internet and Social Media on Teens' Engagement with YAL" by Melanie D. Koss
This chapter discussed how the Internet and Social Media have impacted the way teens connect with YAL, giving many examples, such as following friend groups, connectivity to YAL authors, the use of Facebook, Twitter, Tumblr, blog posts, Instagram, Snapchat, Twitter, YouTube ("Booktubers"), online interviews and reviews, and through fan fiction. This chapter discussed how teens are continuing to read print books, but the ways they discover these books have been dramatically impacted through digital forms. Some of the takeaways from this chapter are that teachers need to connect the reading and writing that students do outside of the classroom to what they are doing inside of it (one way is through YAL literature, not just canon), to provide choice in reading material, and using book talks, book trailers, and online book discussions in different forms.
Ch. 10 in Beers, "Teaching ELA in a 'Flat' World"
The form and context may change, but many of the skills necessary for success remain the same. Some of the skills mentioned in this chapter are:
1. Information and Communication Skills
2. Thinking and Problem-Solving Skills
3. Interpersonal and Self-Directional Skills
This chapter discusses a "flat" world or one where the playing field has been leveled in the global economy and where technology and access to information are increasingly given to all people. The author discussed 8 types of people who are likely to continue to experience success, even in a new global climate:
Collaborators and orchestrators (those who work well with others while contributing something unique)
Synthesizers (those who can combine and visualize unrelated pieces)
Explainers (those who can help others understand processes)
Leveragers (those who can manage themselves and get the most out of different systems)
Adapters (versatile generalists)
Green People (those with naturalistic intelligence)
Personalizers (devoting time and energy to give personal service and the personal touch)
Localizers (giving local solutions)
Two approaches were given for introducing some of these attributes in the classroom. Using discussion (such as discussion threads) to create engagement and improve understanding. And incorporating technology, especially business technology, that could be used in the future in a basic way in the classroom.
Ch. 15 in Beers, "Making It Matter Through the Power of Inquiry"
Pre-reading: Most of my inquiry and research experiences as a young student were focused on the subject that was being studied. I do not remember being given many options about pursuing or exploring anything that I was personally interested in. A few projects that I remember are projects that happened to hit a nerve of interest once I got involved with the subject of my inquiry and research. For example, I remember doing a project on Betsy Ross as a young student, and I remember thinking that it was interesting that a woman was able to use her domestic skills in order to help create such an important American emblem. I did a project on Zambia when I was in high school, and found it interesting to understand more about people living in another place. The countries were assigned to us so that we could practice doing research, and I only remember it because I visited Zambia later on in life and thought that was funny. In college, I was allowed to choose more of my own projects and did a report about Queen Elizabeth I. I learned so much from it and went above and beyond on my project because I was able to choose it for myself.
Takeaways:
"Competence may be the reason for engagement. But maybe it's the other way around. Maybe engagement is the cause of competence." (242)
4 Principles given by Csikszentmihalyi (and one added by Wilhelm, Smith):
1. Competence and Control
2. Appropriate Challenge and Assistance to Meet the Challenge
3. Clear Goals and Immediate Feedback
4. Immersion in the Immediate
5. The Importance of the Social (232)
3 Conclusions:
1. Structure instruction to directly and explicitly address questions of genuine importance
2. Expand notions of text and curriculum, and what counts as meaningful reading and learning
3. Expand notions of competence, and find more ways to highlight, celebrate, name, and extend it (233)
Ch. 16 in Beers, "Building Academic Success with Underachieving Adolescents"
It is a big and overwhelming problem to think about 7,000 students dropping out of school each day in the US. I liked some of the practical ways given to support students as they attempt to finish their education, like building relationships that honor them as individuals. I would rather be in a place where I was treated that way, so I can see how that would foster a better learning environment for students. I can also see how believing in the potential of students and creating genuine dialog with them, as is also mentioned in this chapter, would help. I appreciated that they gave examples like Thinking Maps or Bridge Maps for helping students to understand the information they are learning.
Choice Reading
Ekholm, Eric. "Ethical Concerns in Using Texts Involving Death in the English Classroom." English Journal, vol. 107, no. 2, 2017, pp. 25-30.
The author of this article attended Virginia Tech and was a student during the shooting where 32 students were killed. On the anniversary, he would teach a lesson to his students about the shooting. His original aim was to help students grow in their moral education through teaching about empathy and injustice alongside reading and writing skills and components. He explored some of the ethical issues of focusing primarily on educational standards (which felt like it overshadowed the concept that actual people died and letting students respond to that) or of focusing on the art or emotional response without explaining it on a technical or plot level (the teacher would share poems or short stories, and found that death texts could be subtle and confusing to students). He concluded that balance was necessary, and shared this quote about working with topics the students find intriguing: "Though it certainly doesn't sound romantic, the primary job of English teachers is not necessarily to produce moral or ethical citizens--it is to produce citizens who can read well and write well. These are the skills our students are tested on each year, and these are the skills colleges and employers expect them to have. If death is so uniquely interesting, and interest is crucial to motivation, and reading is so important to success in and beyond school, then isn't it justified to use death texts to help our students become better readers? Particularly when we consider all of the other obstacles to teaching and learning that teachers face on a daily basis, shouldn't we use any and every tool available to help students learn?" (29).
Interlude 5 in Beers, "Who is the Good Teacher?"/ "Afterward"
I appreciated the idea in this text that there are many ways to be a good teacher and that good teachers might not look or act like you or how you expect them to. The author commented that in a good classroom, "Skills are taught, but never to the exclusion of creative activities and spontaneous discussions" (293). A similar idea was also communicated when the author advised teachers to teach to students first, curriculum mastery second, and to test scores as a distant third (293). I can also see how it would strengthen a teacher when things get difficult if they have a central vision to their instructional life as this author does with the classroom she has envisioned. The takeaways that I had from the Afterward are that adolescents still crave meaning and that we should teach from our own reading and writing. The more that I am reading and writing, the more than I can encourage my students to grow in those areas. Adolescents often want to be treated like adults, so it makes sense that meaningful topics will help them engaged in class.
Object/Image
I am bringing in a stuffed animal because I think of those items being there when children need them. They are right there where you left them. I would like to be available to students. I want to be ready to hear their concerns and questions and to cultivate good relationships with them so that they will know I am available to them.